DEPARTMENT OF EDUCATION

Courses in Education

UNDERGRADUATE

50 Origins, Purposes, and Central Issues in K-12 Education (4) F, W, S. An introduction to the role of education in U.S. society and to central issues in K-12 education. Education is studied from four different perspectives: social, historical, philosophical, and political.

100 Educational Strategies for Tutoring and Teacher Aiding (4) F, W, S. Placement in a public elementary or secondary school to gain experience as a tutor or teacher aide. Emphasis on cognitive learning and the development of instructional strategies and resources which can be used in effective cross-age and cross-cultural experiences. May be taken for credit three times. Same as Engineering ENGR197A.

103 Advanced Tutoring (4) S. Lectures/discussions and 40 hours public school experience provide advanced strategies for tutoring under-achieving pupils; guidance using case studies to examine a range of factors that contribute to public school failure among elementary, middle, and secondary pupils. Prerequisite: Education 100 or consent of instructor.

104D Preparation for Teaching Fine Arts in K-12 Schools (4). Arts education, theory, curriculum and methods for university students specializing in studio art, digital arts, dance, music, and/or drama. Includes lesson planning and teaching strategies based on California and national frameworks and content standards, and fieldwork in K-12 settings.

104E Multimedia and the Arts in the Multicultural Classroom (4) S. Multiculturalism and underrepresented U.S. minorities and the visual and performing arts: perspectives in artistic perception, creative expression, historical and cultural context, and aesthetic valuing, and media literacy in the interpretation and production of multimedia arts products and applications for K-12 classrooms. Same as Studio Art 149. (VII-A)

106 Introduction to Early Childhood Education (4) F. Designed to provide an introductory survey of the nature, needs, and education of young children. Explores questions such as "What should we teach young children?" and "How should we teach?"

107 Child Development in Education (4) W. Explores the pathways of normally developing children's growth and change over time. In particular, focuses on how cognitive and social development impact and are driven by educational contexts.

108 Adolescent Development and Education (4) W. Explores the physical, cognitive, emotional, and social development of adolescents, with an emphasis on the practical implications of developmental theory and research findings for teachers and other professionals who work with adolescents in middle or high school contexts.

122A-B-C Foundations of Elementary School Mathematics I, II, III (4-4-4) F, W, S. Provides understanding of fundamental mathematics necessary to teach for conceptual understanding and higher-level reasoning and problem solving. Conceptual understanding of place value, fractions, proportionality, geometry, algebra, functions, probability, statistics, and measurement. Instructional applications of these concepts in grades K-8 teaching.

124 Multicultural Education in K-12 Schools (4) F, W, S, Summer. Provides a theoretical and empirical overview of educational issues affecting low-income immigrant and U.S.-born minority student populations in an increasingly diverse and changing society. (VII-A)

125 Children, Schools, and Cinema (4). Using popular films as the vehicle, essential aspects of school dynamics and the interaction of schools with students, teachers, and the public are analyzed. Melding educational studies and film studies provides a deeper understanding of the methods used to transmit information and attitudes about schools to the lay public.

126 Ethics and Education (4) F, W, S. Examination of ethics in education and how ethicists frame moral problems. Presentation of major ethical themes that affect education. Analysis of specific models for dealing with ethical goals and developing morality for K-12 students. Offers models for solving ethical dilemmas within an educational context. Prerequisite: Education 50.

128 Exceptional Learners (4) S. An introductory survey of the nature, needs, and education of K-12 children with exceptionalities. Covers the categories and characteristics of exceptionalities, relevant state and federal legislation, and the role of general education teachers in special education.

130 Introduction to the History of Science for Prospective Teachers (4). A pedagogically oriented approach to case studies that illuminate the emergence of modern science since 1500 and the impact of science-based technology on society. Designed for students interested in teaching science. Education 130 and History 60 may not both be taken for credit.

131 Educational Technology (4) W. Presents an overview of the types and uses of educational technology to support and enhance the K-12 learning experience. Familiarizes students with lesson planning, instructional design, learning theory, and integrating technology into the curriculum.

132 Thinking Mathematically: Learning and Teaching Mathematics (4). The primary focus is on the psychological and historical development of mathematical thinking. Intended for prospective teachers and for all those with an interest in understanding mathematics and thinking mathematically.

133 New Approaches in Assessment (4) W. Examines different purposes, forms, and tools for assessing student learning. Topics include summative and formative assessment, testing and standards, student and teacher assessment, uses of technology in assessment, and differences in assessment methods across states and nations.

134 Teaching English Internationally (4) W. Covers methods of teaching English as a foreign language, basic language knowledge for English teachers, the social context of English language teaching around the world, and essential information about securing international employment as an English teacher.

135 Exploring Literacy: Critical Literacy—Instructional Methodology and Implications for Practice in Education (4) S. Focuses on the ways in which readers and writers bring meaning to texts and the interrelationships of language, power, and text. Explores critical literacy through focusing on reading comprehension, writing, discussion, and critical thinking.

136 Teaching and Learning Secondary Science (4) W, S. Explores the field of teaching science, as students are guided through blending theories and classroom methodologies, such as constructivism, experimental inquiry, and interdisciplinary science, while developing skills in presentation, conducting hands-on activities, and offering exciting demonstrations that build curiosity.

137 Art in the Elementary School (4) F, W. Theory and practice in art education for the elementary school classroom. Includes content and pedagogy for future teachers and others interested in the relationship between child development and the production of visual art.

139 Technology and Literacy (4) S. Examines relationships of new digital media to literacy in home and school environments. Topics include blogs, wikis, fan fiction, social network sites, online research, video games, instant messaging, e-mail, digital imagery, and multimedia production in connection with learning and literacy. Same as Informatics 165.

140A Methods for Elementary Bilingual Teachers (4). Direct observation of bilingual classrooms in local elementary schools, classroom lectures, discussions, and presentations on the culture and language of the bilingual student.

140B Methods for Secondary Teachers of Spanish (4). Communicative approaches to teaching Spanish at the secondary school level. Theory and practice of oral proficiency acquisition techniques. Requires field work. Emphasis placed on training differences for native versus nonnative Spanish speakers.

141A-B-C Jumpstart: Early Language, Literacy, and Social Development (4-4-4) F, W, S. An experiential course integrated with lecture material in the field of child development and education. Students are expected to attend lectures, complete assignments, and commit a total of eight hours per week as mentors of disadvantaged preschool children. Prerequisite: consent of instructor. May be taken for credit three times. Same as Psychology 141J-K-L.

150 Changing the High School Experience (4) S. Analysis of problems in high school education (e.g., student disengagement and underachievement of disadvantaged) and proposals for changing curriculum, instruction, and school organization. Students suggest own reforms and analyze effective/ineffective school practices.

151 Language and Literacy (4) S. Addresses the linguistic principles and processes that underlie oral and written language proficiency. Emphasis is on how to use phonology, morphology, orthography, semantics, syntax, and pragmatics to support literacy and oral language development for K-12 students. Same as Psychology and Social Behavior P192V.

152F Teaching Mathematics with Technology (4) S. Students learn to use current technologies to facilitate student learning of K-12 mathematics, and gain experience in using technology to design and teach mathematics lessons.

155 Special Topics in Educational Issues and Asian Americans (4). Critical analysis of a variety of historical and contemporary educational issues facing Asian Americans. May be repeated for credit as topics vary. (VII-A)

160 Practicum in After-School Learning and Inquiry (4) F, W, S. Prepares students to work with children in after-school, technology-based learning programs at community centers. This experiential learning with children then informs student inquiries on issues of multiculturalism, schooling, and literacy development as reported in weekly field notes. Corequisite: Education 160L. May be taken for credit three times. NOTE: This course can be substituted for Education 124 as a prerequisite for the CLAD/BCLAD emphasis. (with successful completion of Education 160L: VII-A)

160L Community Field Work (2) F, W, S. Community-based practicum. UCI students work with under-served children (ages 6-12) in after-school venues, assist with their literacy development through technology-based play and story-telling activities, and develop field notes including data from interviews with the children. Corequisite: Education 160. May be taken for credit three times.

170A Issues and Controversies in Secondary History-Social Studies (4) W. Examines passionate debates about what adolescents should learn in history and social studies classes. Competing priorities between history and current social issues; "heritage" education or critical history; social studies vs. social science; wars over curriculum standards; teaching about moral issues.

170B Teaching and Learning Secondary History-Social Studies (4) S. How adolescents understand history and social issues. Pioneering research on their reasoning about history, politics, and related areas. Examination of typical practices in history and social studies teaching. Improving students' learning through historiographic investigation and information technology resources.

172A Issues and Controversies in Secondary Mathematics (4) W. Examines different perspectives on what mathematical competencies should be emphasized in secondary schools, and how they should be taught. Particular attention to problem solving, algebra and geometry, and issues of equity. Introduction to research on mathematical cognition and teacher beliefs.

172B Teaching and Learning Secondary Mathematics (4) S. How children and adolescents learn to understand mathematics. Research on mathematical cognition, particularly on mathematical problem solving and the learning of algebra, geometry, and calculus. Examination of several innovative instructional programs derived from research on mathematics learning. Formerly Education 172F.

173 Cognition and Learning in Educational Settings (4) F, W, S, Summer. Foundational concepts in cognition and development as applied to student learning. Primary topics include historical behaviorism, basic cognitive structure and processes, complex cognition, cognitive development, and motivation. Same as Psychology and Social Behavior P192T.

175 Foundations of Education (4). Foundational questions of education are viewed from newly emerging developmental perspectives which treat cognition as embodied action and learning as cultural recapitulation. Historical, sociological, psychological, and philosophical implications of these views toward various aspects of teaching, learning, curriculum, and pedagogy are considered.

176 Psychology of Learning, Abilities, and Intelligence (4) S. Overview of classic positions on the mind, human abilities, and intelligence, especially as related to academic achievement. Contrasting views: psychometric versus information processing; experimental versus correlational research. Prerequisite: introductory course in psychology, or consent of instructor. Same as Psychology and Social Behavior P192U.

177 Geography and Social Issues in K-12 Education (4) S. Examines how K-12 students come to understand the influence of geography on climate, culture, and the environment in which we live. Computer-based resources such as geographic information systems are used to model complex temporal and spatial relationships.

178 Poetry in the K-12 Classroom (2 to 4). Students experience school-day fieldwork in UCI-instructed poetry workshops in bilingual K-12 classrooms. Supporting lectures provide content, pedagogical framework, and practice for fieldwork lessons. Course work includes commenting on student work, composing and presenting field notes, lesson plans, and case studies. May be taken for credit three times.

179 Advanced Composition for Teachers (4). Principles of formal composition and problems of teaching. Selecting handbooks and ancillary reading, marking papers, making assignments, and conducting workshops and tutorials. Prerequisites: satisfactory completion of the lower-division writing requirement and junior standing. Same as Writing 179.

198 Directed Upper-Division Research in Education (2 to 8) F, W, S, Summer. Faculty-led research-oriented course for upper-division students in the minor in Educational Studies. Individually or in small groups, students are exposed to and participate in work related to a faculty member's research and scholarship.

199 Individual Study (1 to 4 per quarter) F, W, S, Summer. Intensified advanced study in areas in which a student has considerable background, under the direction of a faculty member who will guide and evaluate the study.

GRADUATE COURSES

201 Teachers' Lives and the Policy Environment of Teaching (4). Examines research and biographical studies on the nature of teaching and teacher development. Discusses forms of professional development including communities of practice and national board certification. Examines the influence of political structure and educational policy on the lives of teachers. Limited to M.A.T. students only.

202 Outcomes of Schooling/Student Assessment (4). Focuses on establishment of learning goals and assessment tools that are valid for all students, inform educational decisions, and promote educational success. Provides critical examination of different forms of assessment used in K-12 schools, including developmental assessments and appropriate interventions. Limited to M.A.T. students only.

203 Advanced Concepts in Learning and Cognition (4). Theories of cognition and their application to thinking and learning in school settings. Topics include memory, information processing, knowledge representation, problem solving, meta-cognition, and intelligence. Prerequisite: Education 173 or equivalent undergraduate course in learning theory or educational psychology. Limited to M.A.T. students only.

205 Critical Assessment of Teaching Practice and Learning (4). Student articulates a problem in instructional practice and uses research on cognition, assessment, and other tools to understand the problem. Capstone course emphasizes practices of teacher inquiry, reflection, and professional collaboration. Student's written analyses are evaluated as the program's Comprehensive Examination. Limited to M.A.T. students only.

206 Cognition and Pedagogy in Specific School Subjects (4). Reviews cognitive research on comprehension, conceptualization, reasoning, critical thinking, planning, and problem-solving with applications to pedagogy in a specific area of the secondary curriculum. Required for M.A.T. single subject students, unless substitution of Education 207 is authorized by the Department.

207 Cognition and Pedagogy in Quantitative Literacy (4). Reviews research on cognition in elementary mathematics, including numeracy, fractions, probability, proportionality, measurement, geometry, algebra. Emphasizes instructional approaches consistent with this research knowledge. Required for M.A.T. multiple subject students, unless substitution of Education 206 is authorized by the Department.

210 Language, Literacy, and Disclosure (4). Introduces students to the interdisciplinary study of language, literacy, and discourse across historical and educational contexts. Addresses theories of how people learn, interact, and make meaning through a variety of semiotic resources, including oral communication, print, and digital media. Prerequisite: graduate standing or consent of instructor.

211 Writing Theory and Practice (4). Offers an overview of histories, theories, and research in the field of composition studies from 1950 to the present. Addresses the influences of theory and research on teaching practice at K-12 and college levels. Prerequisite: graduate standing or consent of instructor.

212 Literacy and Technology (4). Examines theoretical, historical, and contemporary relationships of technology and literacy. Topics include online communication, multimodality, video games, the use of technology for literacy instruction in schools, and research approaches for investigating literacy development with technology. Prerequisite: graduate standing or consent of instructor.

213 Second Language Learning (4). Examines the social, psychological, and cognitive processes affecting second language development, including a consideration of the learner's first language, input, interaction, and social identity. Prerequisite: graduate standing or consent of instructor.

214 Technology, Education, and Cultures (4). Examines theoretical, historical, and contemporary relationships of technology and learning. Probes the formation of twentieth- and twenty-first-century technology discourses and their material effects on the lives of students and educators. Prerequisite: graduate standing or consent of instructor.

215 Visual Literacy (4). Examines semiotics and poststructural theories for reading both analog and digital images from photography, cinema, television computers, and the Internet. Poses questions of formal interpretation, authorial intent, textuality, intertextuality, and viewer interpretation in social and cultural settings. Prerequisite: graduate standing or consent of instructor.

216 Language Learning with Digital Media (4). Examines the use of new technologies in second and foreign language teaching. Considers historical and theoretical perspectives, current research, and future directions. Topics include online interaction, computer-assisted testing, corpora and concordancing, second language reading and writing, and affect and identity. Prerequisite: graduate standing or consent of instructor.

218 Special Topics in Language, Literacy, and Technology (4). An advanced seminar designed to engage students in highly interactive examination of current issues in language, literacy, and technology. Topics and content will vary by quarter, depending upon the research interests of the faculty and students. Prerequisite: graduate standing or consent of instructor.

222 Research Epistemologies and Methodologies (4). Introduction to epistemological underpinnings of educational research and to a range of research methodologies in education. Includes examination of quantitative and qualitative studies through reading and analyzing contemporary research. Critique of selected research studies pertinent to educational practice and policy. Doctoral students only.

223 Learning and Memory (4). Examines cognitive learning and memory research with implications for education. Readings incorporate basic cognitive theory and mathematics and science classroom learning theory. Topics include problem solving, reasoning, long-term memory, feedback, transfer, and instructional design. Prerequisite: graduate standing or consent of instructor.

224 Social Development and Education (4). Surveys the theory and empirical evidence concerning human social development from infancy to adolescence. Topics include studying how children conceptualize the social world, interact with caretakers, develop social relationships with peers, and how they impact student success. Prerequisite: graduate standing or consent of instructor.

225 Learning, Development, and Culture (4). Explores issues of learning and development through a cultural lens. The interplay between culture and learning and culture and development is analyzed through the discussion of relevant readings from both psychological and anthropological research traditions. Prerequisite: graduate standing or consent of instructor.

227 Thinking and Learning in Social Contexts (4). Examines thinking and learning from a social perspective. Conceptualizes individuals as active participants in their learning, purposefully seeking and constructing knowledge in meaningful social contexts. Theories explored: sociocultural theory, social constructivism, distributed cognition, situated cognition, learning in communities of practice. Prerequisite: graduate standing or consent of instructor.

233 Learning Disabilities (4). Explores psychological and educational characteristics of children and adolescents with learning disabilities. Emphasis on the constitutional and environmental factors that contribute to these disabilities and enable optimal functioning. Emphasis on concept of learning disability and educational implications of research literature. Prerequisite: graduate standing or consent of instructor.

234 Psychometrics (4). Introduction to classical test theory, true and observed scores, measurement error, scaled scores, and reliability. Explores construct validity and validation processes, multi-trait multi-method analysis. Introduces item analysis, Rasch analysis, and item response theory. Prerequisite: graduate standing or consent of instructor.

235 Psychology of Reading Acquisition (4). Surveys theory and empirical evidence concerning acquisition, cognitive processes, and consequences of skilled reading. Explores psychological models of skilled reading, how children acquire reading and writing skills in their home and second languages, cognitive consequences of acquiring literacy skills. Prerequisite: graduate standing or consent of instructor.

236 Applied Linguistics and Literacy (4). Examines research in applied linguistics as related to teaching literacy in K-12 instruction. Provides overview of language knowledge required to understand development and instruction of literacy. Topics include English structures and analysis and instructional approaches that promote literacy development. Prerequisite: graduate standing or consent of instructor.

237 Teacher Thinking and Learning (4). Recent research on teacher cognition, including what knowledge teachers bring to their work and how it is used in practice. Examines the nature and development of teachers' knowledge and the relationship between knowledge and practice. Prerequisite: graduate standing or consent of instructor.

238 Special Topics in Learning, Cognition, and Development (4). An advanced seminar designed to engage students in highly interactive examination of current issues in learning, cognition, and development. Topics and content will vary by quarter, depending upon the research interests of the faculty and students. Prerequisite: graduate standing or consent of instructor. May be taken for credit for a total of 10 times.

239 Cognitive Development and Education (4). Examines interrelationships between cognitive development, domain learning, and education. Explores how young children continuously learn and develop knowledge about the world, spending many waking hours in educational settings, and, outside of school, facing myriad novelties and uncertainties to decode. Prerequisite: graduate standing or consent of instructor.

240 Instructional Design and Education Technology (4). Design of high-quality instructional units consistent with current theory and research in cognitive psychology and constructivist-compatible instructional practice and infused with appropriate uses of computer and video technologies. Students design a complete instructional unit using these principles. Limited to M.A.T. students only.

250 History of School Innovations and Current School Reform Movements (4). Offers an analysis of major school reform movements, both on-going and those from the past century. Study of the underlying dynamics affecting the interrelationship between schools and society and the implications of these relationships. Prerequisite: graduate standing or consent of instructor.

251 Educational Policy and Politics (4). An in-depth study of topics relevant to educational reform and policy-making. Topics include: the policy-making process, the role of values and interest groups, policy analysis, equality of educational opportunity, systemic reform, implementation, and politics at the school site. Prerequisite: graduate standing or consent of instructor.

252 Social Organization of Schools and Classrooms (4). Examines research about the organizational practices of schools and teachers and how they affect student outcomes. Topics include class size, tracking, organizational practices influencing school climate, and teachers' approaches to instruction. Prerequisite: graduate standing or consent of instructor.

253 Culture Change, Acculturation, and School Achievement (4). Explores different culture change paths of Mexican people, beginning in Mexico and later in southwest United States. Elaborates on social movements and ethnic identity trajectories marking growth and evolution, especially as culture change relates to acculturation and school achievement patterns.

254 College Access and Persistence (4). Introduction to how social, political, and economic forces impact college access and persistence in the U.S. higher education system. Investigates historical perspectives and theoretical underpinnings of college access and retention research and the link between K-12 schooling and postsecondary stratification. Prerequisite: graduate standing or consent of instructor.

255 Immigration and the New Second Generation (4). Focuses on Asian, Latino, and Black children of immigrants. Investigates how today's second generation adapts, incorporates into the U.S. social structure, transforms the social and economic landscape. Explores assimilation, immigrant families/communities, language, racial/ethnic identities, gender, education, changing U.S. racial structure. Prerequisite: graduate standing or consent of instructor.

256 Critical Case Studies in Education (4). Examines single and multiple case studies as a method for investigating educational theory, practice, and policy. Explores types of questions that can be answered with case study research and designs, data analysis techniques, format, and style of writing case studies. Prerequisite: graduate standing or consent of instructor.

257 Social Capital and Student Achievement (4). Examines strategies that have proven successful in encouraging both high student achievement and a supportive school culture. Extended case studies are used to probe how interpersonal interactions at the school site can work to stimulate or discourage academic commitment. Prerequisite: graduate standing or consent of instructor.

258 Special Topics in Educational Policy and Social Context (4). An advanced seminar designed to engage students in highly interactive examination of current issues in educational policy and social context. Topics and content will vary by quarter, depending upon the research interests of the faculty and students. Prerequisite: graduate standing or consent of instructor. May be taken for credit for a total of 10 times.

259A First-Year Seminar (2 to 4). Graduate seminar for entering Ed.D students. Employment of skills such as conducting literature reviews, types and styles of writing, use of the Internet. Also examines different issues related to educational research and methodologies. Doctoral students only. Not offered 2007-08.

259B-C Third-Year Seminar (2 to 4). Graduate seminar for third-year Ed.D students; focus on designing and defending dissertation proposals. Includes faculty colloquia on various topics related to advanced research design and data analysis, educational theory, practice and policy. Doctoral candidates only. Not offered 2007-08.

260 Functional, Interpretive, and Critical Analyses of Schooling (4). Understanding the processes of schooling from functional, interpretative, and critical perspectives. Study of paradigms in educational administration research and practice. Review of conceptual orientation to the study of educational administration. History of the knowledge base of educational administration. Doctoral students only. Not offered 2007-08.

261 Social and Cultural Foundations of Education (4). Provides a critical understanding of the social and cultural foundations of education through reproduction theory. Explores the unique ways in which culture and power intersect within schools and schooling systems to reproduce and resist educational inequality. Prerequisite: graduate standing or consent of instructor.

262 Visual Analysis of Social Science Data (4). Examines techniques for representing social science data graphically as a means of gaining understanding and insight into the data. Topics include principles of information design, depicting numerical data graphically, showing patterns and changes, effective separation and layering of information. Prerequisite: graduate standing or consent of instructor.

269 Technology for Administrators (2). Contemporary issues and implications for educational administrators in the use of information and multimedia technologies in teaching and learning, communications, and management. Legal, ethical, and ergonomic considerations in the planning, funding, professional development needs, and evaluation related to the use of educational technology. Limited to Preliminary Administrative Services Credential students.

270 New Information and Communication Technologies for Administrators (2 to 4). Provides practical and intellectual expertise about instructional software, video and multimedia technologies, computer literacy education, electronic communication networks, and technology for school and district administration. Limited to doctoral students only.

271 Organizational Theory, Planning, and Application (4) F. Basic theories, attributes, and functions of human organizations. Understanding and managing the dynamics of group behavior and human relations. Structuring and leading groups in a variety of organizational settings. Application of organizational theories to central issues in K-12 education. Limited to doctoral students only. Not offered 2007-08.

272 Philosophy and Ethics of Educational Leadership (4). Philosophy, ethics, and moral values of educational leadership for school administrators. Theory and philosophy of educational change. Research about ethical and moral leadership in schools. Limited to doctoral students only. Not offered 2007-08.

273A Student Assessment (2 to 4). Purposes for conducting educational assessment. Overview of new assessments, including complex constructed responses, portfolios, other "authentic" measurements. How assessment can help to monitor and strengthen educational programs and inform educational policy. Limited to doctoral students only. Not offered 2007–08.

274 Studies of Professional and Staff Development (4). Research and theory of effective strategies for professional and staff development. Topics include: adult learning as related to professional growth of teachers, staff development as vehicle for systemic reform, reforms to enhance teacher professionalization and empowerment. Limited to doctoral students only. Not offered 2007–08.

275A School Law and Political Relations (4). Legal framework of schools and public education. Political jurisdictions affecting educational policy. Influence of legal aspects. Political and sociological forces directly and indirectly affecting school practices. Theory of individual and group dynamics in achieving compromise, consensus, and coalitions. Prerequisite: graduate standing or consent of instructor.

276A Fiscal Management at the Site and District Level (2). Organizations and management of financial and business operations. Funding sources and problems affecting financing at State and local levels. Business office operations, utilizations of personnel, budget preparation, financial management strategies and control, analysis of financial effects of contractual obligations. Identification of appropriate computer technology. Limited to doctoral and/or Preliminary Administrative Services Credential students.

276B Studies of School Finance and Political Economy (4). Fundamental fiscal concepts applied to schooling. Topics include equity and inequalities in resource allocation, public school revenue sources and expenditure patterns, the politics of school finance, public versus private-sector supply of schooling, and the supply and demand for teachers. Prerequisite: graduate standing or consent of instructor.

277A Management of Human and Material Resources (2). Concepts, theories, and application for the development and management of human resources. Effective staff utilization patterns in consideration of personnel competencies, organizational constraints, and available resources. Emerging considerations in developing and implementing effective personnel policies. Short- and long-term planning for filling personnel needs. Limited to doctoral and/or Preliminary Administrative Services Credential students. May be taken for credit twice.

277B School Restructuring and Resource Allocation (4). Concepts and research on school change at the site level. Topics include: structure and use of physical environment, organization of school day and use of time, use of teachers and other staff, changes in governance and school-community relations. Prerequisite: graduate standing or consent of instructor.

278A Cultural and Socioeconomic Diversity (4). Contemporary issues of cultural, socioeconomic, and language diversity in public education. Ethnic, racial, and religious composition of the State and local community. Programs and procedures for meeting instructional needs of limited-English-proficient pupils and involving the family in school activities. Prerequisite: graduate standing or consent of instructor.

278B Studies of Diversity and Inequality in Education (4). Study of relationships between individual diversity, social inequality, and education. How differences in socioeconomic status, race, culture, and gender translate in the educational process and affect educational outcomes. Addresses issues such as educational access, social mobility, and social reproduction. Prerequisite: graduate standing or consent of instructor.

279 Research Applied to Administrative Practice (4). Examination of research strategies pertinent to administrative decision-making in education. Includes attention to quantitative and qualitative research methods, experimental design, sampling techniques, questionnaire and interview construction, observation methods, data analysis and interpretation. Special attention to nonexperimental and quasi-experimental research designs. Doctoral students only. Not offered 2007–08.

280 Special Topics in Education (2 to 8). Provides practitioners at the advanced degree level with insight and leadership skills for working with increasingly diverse school populations. Content varies with interest of the students and instructors. May focus on specific populations or broader content area such as education reform in California. Doctoral students only. May be taken for credit three times as topics vary.

281 Evaluation of Educational Programs (4). Alternative approaches to formative and summative evaluation of educational programs. Standards for effective evaluations. Epistemological, political, and practical issues in designing and conducting evaluations. Students critique specific studies relevant to educational administration and policy-making and design an evaluation. Corequisite: Education 279. Doctoral students only.

282 Graduate Seminar in the History of the Philosophy of Education (4). Draws upon results in the historical development of the philosophy of education from Plato, Quintillian, Augustine, Locke, Rousseau, to more contemporary thinkers such as Dewey, Freire, Egan, and Rorty. Not offered 2007–08.

283 Educational Measurement and Field Research (4). Examines ways of gathering, measuring, and analyzing quantitative and qualitative data for educational research. Sources of data covered include achievement and aptitude tests, surveys, interviews, focus groups, diaries, observations, photographs, video, and artifacts. Prerequisites: Education 222 or consent of instructor; graduate standing or consent of instructor.

284 Survey Research Methods in Education (4). Examination of survey research methods and their applications to educational research and evaluation. Attention to types of surveys, research design and sampling, survey construction, development of survey questions, response formats, data collection, analysis of survey data, and reporting survey results. Doctoral students only.

285 Applications to Education of Psychological Theories (4). Psychological theories of learning and of individual, social, and organizational behavior. Research about social context of schools, human development, cognition, motivation. Studies of student behavior, classroom practices, school organization. Prerequisite: graduate standing or consent of instructor. Formerly Education 285A.

286 Discourse Analysis (4). Examines the methodological tradition of discourse analysis as it has been applied by researchers in language and literary education for both in and out-of-school settings. Prerequisite: graduate standing or consent of instructor.

287 Quantitative Data Analysis in Educational Research and Evaluation (4). Instruction and practice in statistical aspects of survey-based evaluations and quantitative research in education. Includes sampling, coding open-ended information, data management, scale construction, statistical analysis, and presentation of findings. Students analyze two data sets—a district-based evaluation and a national survey—using SPSS. Prerequisite: graduate standing or consent of instructor.

288 Multivariate Statistics for Educational Research (4). Introduction to several widely used statistical methods for analyzing experimental data, including ordinary least squares regression (OLS), analysis of variance (ANOVA), and hierarchical linear models (HLM). Assignments include readings of empirical research, in-class examinations, and data analytic memos. Prerequisite: graduate standing or consent of instructor.

289 Use of Video in Educational Research (4). Provides students with conceptual and methodological tools for using video in educational research. Students work with their own video data or with publicly accessible databases. Prerequisite: graduate standing or consent of instructor.

290A-B-C Seminar in Field Research in Education (1-1-1). Addresses conceptual frameworks and literature relevant to effective school leadership and management. Focus on identifying, carrying out, analyzing and interpreting field research in education toward the purpose of improving school practice. Prerequisite: concurrent enrollment in 291A-B-C. Doctoral students only. Not offered 2007–08.

291A-B-C Directed Field Research in Educational Administration (1 to 3). Research in settings such as school sites, districts, county departments of education, and other K–12 educational agencies. Integration of educational administration knowledge with a range of analytic tools in designing and conducting a significant field research project. Corequisite: concurrent enrollment in Education 290A-B-C. Doctoral students only. Not offered 2007–08.

292 Scholarship Tools and Information and Communication Technologies for Doctoral Students (4). Examination of doctoral study tools, including computer applications, multimedia presentation technologies, digital libraries and electronic search techniques, graduate study resources on the World Wide Web, bibliographic software, and collaborative online communities and listserves. Doctoral students only.

293 Advanced Academic Writing: Preparation for the Qualifying Paper (4). Focuses on the development and refinement of students' qualifying papers related to advancement to candidacy within the CSU/UCI Ed.D program. Organized around assessment criteria for the qualifying papers: theoretical framework, reasoning, writing quality, and scholarly style. Satisfactory/Unsatisfactory only. Doctoral degree candidates only.

294 Dissertation Planning and Design (4). Prepares the doctoral student to write an outstanding dissertation proposal. In workshop format, students complete a draft dissertation proposal that includes the Introduction, Conceptual Framework, Methodology, and References. Students also develop a timeline for conducting their dissertations. Satisfactory/Unsatisfactory only. Doctoral degree candidates only.

295A-B-C Directed Research (4-4-4). Three-quarter independent study sequence taken under the direction of a faculty member who guides the student's research in the student's chosen area. Includes development of research proposal, human subjects protocol, conference proposal, and final research paper of publishable quality. Prerequisite: graduate standing or consent of instructor.

298 Individual Study (2 to 8). Individual research on topics related to educational leadership and practice. Taken in addition to regular doctoral course of study. Does not fulfill degree requirements. May be repeated for credit for a total of 24 units.

299 Dissertation Research (2 to 8). Specifically designed for students researching and writing their dissertations. Doctoral students only. Satisfactory/Unsatisfactory only. May be repeated for credit.

CREDENTIAL COURSES

303 Student Teaching in the Elementary School (4 to 12). Student teaching experiences including orientation, seminars, and preparation for and assumption of classroom instructional responsibilities in accordance with State credentialing requirements and in conjunction with second semester of public school calendar. Limited to students accepted into the Teacher Credential Program. May be repeated for credit unlimited times.

304 Observation and Participation in Diverse K–6 Schools (4). Fieldwork experiences especially designed to provide student teacher candidate with an active learning context prior to student teaching with emphasis on diversity, expert teaching, procedures and routines of schooling, and knowledge about student developmental levels and educational needs. Limited to students accepted into the Teacher Credential or M.A.T. programs.

305 Observation and Participation in Diverse Secondary Schools (4). Fieldwork experiences especially designed to provide student teacher candidates with an active learning context prior to student teaching with emphasis on diversity, expert teaching, procedures and routines of schooling, and knowledge about student developmental levels and educational needs. Limited to students accepted into the Teacher Credential Program.

306 Supervised Teaching in Bilingual Education, Elementary (4 to 12). Student teaching experiences in bilingual public school classrooms to include orientation, regular seminars, and preparation for bilingual classroom instructional responsibilities in accordance with State credentialing requirements and in conjunction with the public school calendar. Limited to students accepted into the Teacher Credential Program. May be repeated for credit unlimited times.

307 Student Teaching in Intermediate/Secondary School (4 to 12). Student teaching experience to include orientation, seminars, and preparation for and assumption of secondary school classroom instructional responsibilities in accordance with State credentialing requirements and in conjunction with the public school calendar. Five full days a week in both winter and spring quarters. Limited to students accepted into the Teacher Credential Program. May be repeated for credit unlimited times.

309 Supervised Teaching in Bilingual Education, Secondary (4 to 12). Student teaching experiences in bilingual public school classrooms to include orientation, regular seminars, and preparation for bilingual classroom instructional responsibilities in accordance with State credentialing requirements and in conjunction with the public school calendar. Limited to students accepted into the Teacher Credential Program. May be repeated for credit unlimited times.

311 Preparation for Teaching in the Elementary School (4). Elementary curriculum and methodology, including instructional planning, teaching strategies, classroom management, evaluation, cultural and linguistic considerations, and interpersonal skills. Application of these to fieldwork experience in preparation for teaching responsibilities assumed in elementary schools. Limited to students accepted into the Teacher Credential Program.

313 Intern Teaching in the Elementary School: Multiple Subject Instruction (4 to 12). Must be admitted to the UCI Department of Education and offered an intern teacher contract from a cooperating school district. Limited to students accepted into the Teacher Credential Program. May be repeated for credit unlimited times.

315 Preparation for Teaching in the Secondary School (4). Secondary curriculum and methodology, including instructional planning, teaching strategies, classroom management, evaluation, cultural and linguistic considerations and interpersonal skills. Application of these to fieldwork experience in preparation for teaching responsibilities assumed in secondary schools. Limited to students accepted into the Teacher Credential Program.

317 Intern Teaching in the Secondary School: Single Subject Instruction (4 to 12). Must be admitted to the UCI Department of Education and offered an intern teacher contract from a cooperating school district. Limited to students accepted into the Teacher Credential Program. May be repeated for credit unlimited times.

319 Direct Field Experiences (4). Observation, participation, and teaching in diverse public school classrooms. Application of theory and pedagogy in fieldwork classrooms. Limited to students accepted into the Teacher Credential Program.

320 Teaching Physical Education in Elementary School (2). Introduction to the issues and practices, including student diversity, academic literacy, and interdisciplinary content, involved in integrating the California physical education curriculum framework and academic content standards with developmentally appropriate teaching strategies for the elementary classroom. Limited to students accepted into the Teacher Credential Program or consent of instructor. May be taken for credit twice.

321 Curriculum and Methods for Elementary School Social Studies (3). Description, scope, sequence, and methods of teaching social studies and inquiry in grades K–8. Includes utilization of California State Framework for Teaching History/Social Science and addresses current aspects and trends in multicultural education. Limited to students accepted into the Teacher Credential Program. Not offered 2007–08.

322 Curriculum and Methods for Elementary School Mathematics (4). Scope, sequence, and methods of teaching mathematics at all levels of elementary school. Presented through lectures, discussions, demonstrations, and exploration of a variety of materials. Covers how to plan lessons, motivate students, diagnose difficulties, and evaluate learning in mathematics. Limited to students accepted into the Teacher Credential Program.

323 Curriculum and Methods for Elementary School Science (4). Prospective elementary teachers learn how to teach science in grades K–8. Covers State science requirements, a variety of teaching methods, criteria for selecting science curricular materials, and how to plan science lessons, units, experiments, projects, and demonstrations. Limited to students accepted into the Teacher Credential Program.

324 Curriculum and Methods for Elementary School Language Arts Integrated with Social Studies (4). An integrated approach to language arts and social studies instruction at the K–6 level based on California State English/Language Arts and Social Studies Frameworks and Standards. Focus on teaching content through literature and writing and providing access for all learners. Limited to students accepted into the Teacher Credential Program.

325 Teaching the Visual and Performing Arts in Elementary School (2). Introduction to the issues and practices, including student diversity, academic literacy, and interdisciplinary content, involved in integrating the California visual and performing arts curriculum framework and academic content standards with developmentally appropriate teaching strategies for the elementary classroom. Limited to students accepted into the Teacher Credential Program or consent of instructor. May be taken for credit twice.

326 Curriculum and Methods for Elementary School Reading (4). Teaching an integrated reading/language arts program in the elementary classroom. Implementing theories, principles, and methods which are research and reality-based. Creating a child-centered, language-rich program to meet needs of children in multicultural/multilingual settings. Limited to students accepted into the Teacher Credential Program.

327 Foundations of Equity and Diversity for Elementary School Teachers (4). Principles of educational equity and diversity. Professional responsibilities of teachers and pedagogy for implementation in elementary school practices and subject matter content that provides all students equitable access to core curriculum. Limited to students accepted into the Teacher Credential Program.

328 Theory and Methods of Instruction of Special Populations in the General Education Classroom, Elementary (2). Knowledge, skills, and strategies to teach special populations at the elementary level. Categories of disability and exceptionality. Legislation pertaining to the education of special populations. Role of general education teacher in special education process. Differentiated instruction and inclusive environments. Limited to students accepted into the Teacher Credential Program.

329 Theories and Methods of English Language Development Applied to Elementary Students (4). Theories and methods of English language development and the instruction of English language learners, with a focus on elementary students. Includes language acquisition theory, language and content, assessment strategies, and preparation of curricula and instruction for grades K–6 English language learners. Limited to students accepted into the Teacher Credential or M.A.T. programs, or consent of instructor.

330 Child Development in Education (4). It is essential for multiple subject teachers to understand how child development impacts and is driven by educational contexts. Examines educational implications of children's cognitive, language, and social development. The roles of families and classrooms are considered. Limited to students accepted into the Teacher Credential Program.

331 Instructional Technology: Resources for the Multiple Subject Classroom (3). Issues and techniques in uses of computer-based and media technologies in the multiple subject classroom: social implications and professional responsibilities, productivity tools to enhance student thinking skills, and strategies for instruction and management. Limited to students accepted into the Teacher Credential Program.

332 Creating a Supportive and Healthy Environment for Student Learning in the Elementary Classroom (2). Creation of healthy environments for student learning in elementary classrooms. Personal, family, school, community, environmental factors. Academic, physical, emotional, social well-being of students. Legal responsibilities of teachers related to student health, safety. Communication with family and use of community resources. Limited to students accepted into the Teacher Credential Program.

335 Secondary School Curriculum (4) F. An introduction to the historical, philosophical, and legal antecedents of secondary school education. Emphasis on the contextual nature of schooling and how various influences and issues impact the school curriculum. National, state, and local standards regarding specific curricular areas are examined. Limited to students accepted into the Teacher Credential Program.

336 Methods of Teaching Languages other than English in the Secondary Schools (4) F. Prepares future teachers of foreign language or primary/home language. Emphasizes hands-on, practical strategies for communication-based instruction and authentic assessment, in reading, writing, listening, speaking, and culture. Limited to students accepted into the Teacher Credential Program.

337 Methods of Teaching Social Science in the Secondary School (4) F. Theories, strategies, and methodologies related to the teaching of history and social science in the secondary school. Emphasis on the planning, delivery, and assessment of lessons reflecting an understanding of the History-Social Science Framework for California. Limited to students accepted into the Teacher Credential Program.

338 Methods of Teaching English in the Secondary School (4) F. Introduction to teaching reading, writing, and speaking skills in the secondary school. Emphasis upon an integrative approach to the teaching of literature, composition, and grammar consistent with the California State Framework. Practice in the design of lesson plans that are both integrated and cumulative. Limited to students accepted into the Teacher Credential Program.

339 Methods of Teaching Visual and Performing Arts in the Secondary Schools (4) F. Theory, curriculum, and strategies for teaching visual and performing arts in the secondary school. Emphasis on the planning, delivery, and assessment of lessons consistent with California State Framework and content standards. Limited to students accepted into the Teacher Credential or M.A.T. programs.

340 Methods of Teaching Mathematics in Secondary School (4). Theories, strategies, and methodologies related to the teaching of mathematics in the secondary school. Emphasis on the planning, delivery, and assessment of lessons reflecting an understanding of the Mathematics Framework for California and the recommendations of professional organizations. Limited to students accepted into the Teacher Credential Program.

341 Methods of Teaching Science in Secondary School (4). Theories, strategies, and methodologies related to the teaching of science in the secondary school. Emphasis on the planning, delivery, and assessment of lessons reflecting an understanding of the Science Framework for California and the recommendations of professional organizations. Limited to students accepted into the Teacher Credential Program.

342 Applied Instructional Strategies in Secondary Schools (2). Application of pedagogy and research to practice teaching experiences in the secondary schools. A continuation of the Education 340 series with an emphasis on the needs of students with culturally diverse backgrounds. In Progress grading. Pass/Not Pass only. Corequisites: Education 320A, B, C, D, and E. Limited to students accepted into the Teacher Credential Program. May be taken twice for credit.

343 Pre-Intern Methods of Teaching Subject Matter (1). Preliminary issues in teaching subject matter in the secondary schools. Centered on development of competencies needed to assume intern teaching position and concurrent with intensive fieldwork prior to internship, this course explores theories, strategies, and methodologies related to subject matter teaching with an emphasis on diversity of students. Pass/Not Pass only. Corequisites: Education 315 and 319.

346 Reading and Writing in the Middle School and High School Classrooms (4). Emphasis is placed upon understanding the literacy processes (listening, speaking, thinking, reading, and writing) as they relate to all Single Subject areas. Teachers are guided to integrate literacy-related strategies with curriculum-based goals supported in the California State Frameworks. Limited to students accepted into the Teacher Credential Program.

347 Foundations of Equity and Diversity for Secondary School Teachers (4). Principles of educational equity and diversity. Professional responsibilities of teachers and pedagogy for implementation in secondary school practices and subject matter content that provides all students equitable access to core curriculum. Limited to students accepted into the Teacher Credential Program.

348 Theory and Methods of Instruction of Special Populations in the General Education Classroom, Secondary (2). Knowledge, skills, and strategies to teach special populations at the secondary level. Categories of disability and exceptionality. Legislation pertaining to the education of special populations. Role of general education teacher in special education process. Differentiated instruction and inclusive environments. Limited to students accepted into the Teacher Credential Program.

349 Theories and Methods of English Language Development Applied to Secondary Students (4). Theories and methods of English language development and the instruction of English language learners, with a focus on secondary students. Includes language acquisition theory, language and content, assessment strategies, and preparation of curricula and instruction for grades 7–12 English language learners. Limited to students accepted into the Teacher Credential or M.A.T. programs, or consent of instructor.

350 Adolescent Development in Education (4). Secondary teachers must understand adolescent physical, cognitive, emotional, and social development, particularly how educators can promote healthy adjustment in their students. Focuses on why and how changes occur in each of these areas as children grow older. Limited to students accepted into the Teacher Credential Program.

351 Instructional Technology: Resources for the Single Subject Classroom (3). Issues and techniques in uses of computer-based and media technologies in the single subject classroom: social implications and professional responsibilities, productivity tools to enhance student thinking skills, and strategies for instruction and management. Limited to students accepted into the Teacher Credential Program.

352 Creating a Supportive and Healthy Environment for Student Learning in the Secondary Classroom (2). Creation of healthy environments for student learning in secondary classrooms. Personal, family, school, community, environmental factors. Academic, physical, emotional, social well-being of students. Legal responsibilities of teachers related to student health, safety. Communication with family and use of community resources. Limited to students accepted into the Teacher Credential Program.

354 Governance, Organization, and Administration of Public Schools (4). Political, social, and economic forces affecting public school systems. Concepts of authority, power, and influence. Federal, State, and County mandates and policies, funding requirements, court decisions and other influences including school boards, administrators, unions, professional organizations, and pressure groups. Open to Preliminary Administrative Services Credential students only.

355 School Management in a Community Setting (4). School management, problem solving, decision making. Role of staff, community (including minorities) in assessing needs, establishing/implementing action plans. Management of support systems, internal/external communications, application of information technology. Conflict resolution, stress management, school site councils, community relations, parent involvement. Open to Preliminary Administrative Services Credential students only.

380 Health Education for Teachers (4). Includes an introduction to the health status of the elementary and secondary child, school health services, special health concerns, CPR training, and health resources. Course meets State requirement for Professional Clear Teaching Credentials.

382 Mainstreaming Special and General Education (4) F, W, S, Summer. Analysis of legal requirements and educational issues surrounding the integration of special and general education; framework and strategies for establishing mainstreaming teams of regular teachers, special education teachers, and school administrators; methods for teaching mainstreamed students in regular classrooms. Course meets State requirements for Professional Clear Teaching Credentials.

383 Instruction in Computer-Based Technology and Classroom Usage (5). Classroom uses of computer-based technologies. Includes study of hardware and software systems and components. Emphasizes computer-based technologies as tools to enhance student thinking skills, for instruction in subject areas at proper grade levels, and in management programs.

390 Curriculum Design and Management in Public Schools (4). Historical and contemporary principles of curriculum development. Basis for curriculum decisions: theories and techniques of curriculum planning. Development of educational programs: multicultural and socioeconomic considerations, evaluation, and staff development. Principles of curricular alignment including delivery, materials, and assessment. Open to Preliminary Administrative Services Credential students only.

391 Educational Leadership (4). Theories of leadership, organizational behavior, judgment, and decision making. Comparison of management and leadership perspectives. Role of the leader in various contexts. Analysis of approaches to issues such as decentralization, the change process, and student rights. Open to Preliminary Administrative Services Credential students only.

397A-B Supervised and Administrative Field Work (4-4). A field experience in administration or supervision in the public school. The school district, student, and UCI jointly plan the work experience, its supervision, and accompanying academic work. Open to Preliminary Administrative Credential students only.

397D-E-F Professional Field Experience (4-4-4) Theory and practice in a school setting under the supervision of a practicing school administrator. Opportunity to apply and refine knowledge and skills in areas of primary interest or need in the educational domains specified for this credential. Open to Professional Administrative Credential students only.

398 Special Topics (3). Meets the induction and program planning requirements for students enrolled in the Professional Administrative Services Credential. Also serves as the final course in the program, wherein the candidate, the University instructor, and a representative of the involved school district assess and evaluate candidate competency. Open to Professional Administrative Services Credential students only. May be taken for credit twice.

399 University Teaching (1 to 4) F, W, S, Summer. Limited to teaching assistants. Satisfactory/Unsatisfactory grading only. May be repeated for credit.